Respectful Relationships Focus - by Mrs Rowe and Mrs Kemp
Respect – A Core Value in Our School
This term, our school is focusing on Respect as a whole school value. Respect helps create a safe, caring, and inclusive environment where all students can thrive.
To encourage and celebrate respectful behaviour, students will be recognised with faction tokens when they demonstrate respect in the classroom, playground, or wider school community. At assembly, children who consistently show respect will also be acknowledged for setting a positive example to others.
What is Respect?
Respect means recognising and valuing the worth of ourselves, others, and the environment. It is shown through:
- Consideration – thinking carefully about the impact of our actions.
- Admiration – valuing the strengths and qualities of others.
- Acknowledgement – listening and recognising the feelings and experiences of those around us.
Research highlights that respect and empathy are closely linked. When people show respect, they are more likely to understand others’ feelings. Likewise, when people feel respected, they are more open, honest, and connected with those around them. This creates stronger, more positive relationships for everyone (Li & Fischer, 2007; Decety & Jackson, 2004).
Respect in Everyday Life
Respect is not only about good manners, but also about the way we behave, adapt, and interact in different social situations. It requires awareness, flexibility, and kindness. Respect is expressed when:
- We speak politely and calmly.
- We listen to others and value their ideas.
- We acknowledge differences and treat people fairly.
- We look after our environment and resources.
Our brains are wired to help us understand emotions and social rules, supporting respectful behaviour in dynamic situations (Etkin et al., 2015; Nakatani et al., 2019). Respect also connects with positive emotions such as admiration and gratitude, which strengthen our relationships (Immordino-Yang et al., 2009; Algoe, 2009).
Connect and Respect – Expectations for Families and Schools
The Department of Education’s Connect and Respect – Expectations framework reminds us that shared and respectful expectations are the foundation of strong school communities.
At our school this means:
- Open and positive communication between staff, parents, carers, and students.
- Celebrating student progress and achievements.
- Working together to support learning, wellbeing, and social development.
- Ensuring safe and secure learning environments for all children.
Families play a key role too. Respectful communication includes making appointments before meeting teachers, using school communication channels appropriately, and modelling kindness and calmness when raising concerns.
How Families Can Support Respect at Home
We encourage families to talk about respect in daily life. Some helpful discussion questions might include:
- What does respect look like in our family?
- How can I show respect to my teachers and classmates?
- How can we show respect for our environment at home and at school?
By working together, families and schools can teach children that respect is not only a value but a lifelong skill.
Respect is more than a rule – it is the foundation for strong relationships, empathy, and positive school culture. By practising respect in our classrooms, playgrounds, and homes, we are giving our children the tools to become confident, caring, and responsible young people.
“Shared and respectful expectations and values will enable us to work together in the best interests of our children.”
References
- Algoe, S. B. (2009). Find, remind, and bind: The functions of gratitude in everyday relationships. Social and Personality Psychology Compass, 3(4), 455–469.
- Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71–100.
- Etkin, A., Büchel, C., & Gross, J. J. (2015). The neural bases of emotion regulation. Nature Reviews Neuroscience, 16(11), 693–700.
- Immordino-Yang, M. H., McColl, A., Damasio, H., & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021–8026.
- Li, J., & Fischer, K. W. (2007). Respect as a positive youth development construct. New Directions for Youth Development, 2007(116), 1–17.
- Nakatani, H., Matsumoto, M., & Takahashi, H. (2019). Neural basis of admiration and respect. Scientific Reports, 9(1), 11773.
- WA Department of Education. (n.d.). Connect and Respect – Expectations.
Kind regards,
Mrs Rowe and Mrs Kemp